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In the same way that post-modern thinking can inform negotiation research, so, too, can it inform negotiation pedagogy. For example, first generation negotiation pedagogy generally includes the study of steps or stages for moving through the negotiation process ( Korobkin 2002). This approach to teaching negotiation makes perfect sense from within our current paradigm, since we conceptualize the very process as rational and strategic. However, if we believe that negotiation is a dynamic and emergent process where every communication moce potentially changes everything that follows such a prescriptive approach to teaching becomes nonsensical.
Quote from <Rethinking Negotiation Teaching>